01 / Exams, presentations, auditions
They know the material. Pressure changes the performance.
What iBE trains: Teach a repeatable focus-and-reset routine, then rehearse it under realistic time and evaluation pressure.
For schools, districts & higher education
Mental Performance Training for Schools & Academia
Students practice the material. Who teaches them what to do when pressure interrupts the performance?
I help schools turn focus, confidence, response to mistakes, and communication into skills students can practice—not another assembly they forget. The program is scoped around your students, educators, and available instructional time.
Free discussion with Philip Coffman · No assessment required · No public checkout
Founder-led program designExisting school schedulesStudent + staff applicationsAgreed measures of adoption
The need
Where schools actually lose performance.
These are teachable responses to real academic and extracurricular demands—not character flaws and not clinical diagnoses.
02 / Grades, feedback, missed assignments
One setback changes the next hour.
What iBE trains: Train constructive self-talk, controllable next actions, and a short reflection instead of rumination.
03 / Classrooms, athletics, student programs
Every adult gives different advice.
What iBE trains: Equip staff with the same brief cues, practice prompts, and reinforcement language.
See the instruction
Not a lecture about mindset. A skill students rehearse.
Choose a school scenario to see how a mental-performance concept becomes a short practice task and an observable learning objective.
The pressure moment
A prepared student sees the first difficult question and freezes.
Skill objective
Return attention to a controllable action.
Evidence of learning
Can the student use the sequence independently when the task gets harder?
What participants practice
- 1.Notice: name the pressure response without judging it.
- 2.Reset: one deliberate exhale, eyes on the next prompt.
- 3.Act: identify the first solvable step and begin.
Rehearsal assignment
Run a timed practice question, interrupt with a challenging prompt, and repeat the three-step reset.
Illustrative lesson preview. Content, language, and permissions are adapted to the school's age group and setting.
What the school buys
A usable training system. Not just presentation slides.
Each proposal defines the actual instruction, resources, implementation responsibilities, and reporting the school will receive.
01
Instruction with a purpose
Objectives, age-appropriate examples, live practice, and a usable skill at the end of each agreed session.
02
Materials adults can reuse
A facilitator outline, short cue-language guide, and student practice card for the selected modules.
03
Application between sessions
Brief classroom, advisory, rehearsal, or practice prompts that fit the school's actual schedule.
04
Evidence for the decision-maker
Agreed participation, practice-adoption, and pre/post skill-use measures, summarized at an appropriate group level.
Who delivers what
Clear responsibilities from the start.
Philip / iBE Performance
Discovery, agreed instructional objectives, mental-performance learning design, scoped facilitation or preparation, and a proposed progress review.
School or program staff
Local approvals, safeguarding, student access, scheduling, appropriate consent and privacy processes, and reinforcement where agreed.
The written proposal establishes delivery roles, any staff time, educational scope, safeguards, evaluation and fees. No existing school partnership or additional iBE facilitators are implied.
Ways to engage
Start at the size of the problem.
These are example engagement structures, not fixed packages already purchased or delivered. Session count, format, facilitation, and deliverables are confirmed in a written school proposal.
01 / A focused starting point
School workshop
An interactive session for a defined student group, staff team, or athletics program. Participants leave having practiced a specific skill.
A good fit for an orientation, professional-development day, or first conversation about a wider program.
Proposed output
Session objectives + practical takeaway + next-step recommendation
02 / A test before a wider rollout
Targeted school pilot
A proposed 6–8 week sequence with a selected cohort, small practice assignments, staff reinforcement, and a structured review.
A good fit when a school wants to assess fit, implementation workload, and observable adoption before expanding.
Proposed output
Pilot plan + tools + agreed progress review
03 / Build internal capability
School-year partnership
A scoped implementation combining student sessions, educator support, a shared language, and periodic review across an academic year.
A good fit for a department, district, or college program that wants training to become part of existing routines.
Proposed output
Implementation calendar + staff materials + review checkpoints
Accountability
Make the investment reviewable.
Before a pilot, agree on a narrow problem and a few indicators the school can actually observe. Evidence should help improve instruction, not manufacture claims about test-score gains.
Illustrative pilot question
After six weeks, are students using a taught reset without an adult prompt during difficult practice tasks?
Example school review / no invented results
ReachSessions delivered and participation recorded
LearningStudents can recall and demonstrate the selected skill
TransferTeacher or coach observations in real routines
RefinementWhat worked, what needs changing, and next-step recommendation
Any student data collection, consent, reporting, retention, and access rules are agreed with the school in advance. School-level summaries avoid unnecessary identifying information.
Who leads the work
Work directly with Philip Coffman.
iBE Performance is founder-led. My background includes a B.S. in Sport Leadership & Management from Miami University, college lacrosse coaching, and applied mental-performance work with Team USA Sumo. For schools, the priority is to translate established performance-psychology concepts into practical, developmentally appropriate instruction—not to present sport techniques as a substitute for teaching expertise.
For multi-site or facilitator-led work, the written proposal identifies who delivers the program, what materials are provided, and who is accountable for quality.
More about my backgroundFor principals, directors & purchasing teams
Know exactly what you are approving.
After a free planning call, a proposed school engagement should make the following items clear before funding is requested.
- 01Target population, age group, and the specific performance need
- 02Learning objectives, session frequency, schedule, and staff workload
- 03Facilitation responsibilities, safeguarding, and school approval process
- 04Materials, reinforcement tools, and scope of any staff training
- 05Evaluation method, privacy terms, reporting, and success criteria
- 06Complete fee, included expenses, payment schedule, and conditions
Questions schools ask
Clear answers before committing.
Is this counseling, therapy, or a mental-health screening program?
No. iBE provides non-clinical mental performance education: focus, confidence, preparation, response to setbacks, and communication. Schools retain their existing counseling, special-education, safeguarding, and referral processes.
Does every student take an assessment?
No. A conversation comes first. Any optional questionnaire or observation measure is selected for the specific program and used only with appropriate school review and permissions. It is not a clinical diagnosis or a test of intelligence.
Who actually teaches the sessions?
Philip Coffman leads the iBE consulting and program-design relationship. The proposal specifies who facilitates each session and what preparation or supervision is required; additional facilitators are never assumed.
Can it fit into a regular school schedule?
That is a design requirement, not an afterthought. Sessions can be scoped for advisory, athletics, enrichment, staff development, or selected academic cohorts. Exact duration, frequency, and staff time are agreed before a proposal is accepted.
How will the school know whether its investment helped?
Before delivery, the school and iBE agree on realistic indicators such as attendance, skill recall, demonstrated use during practice, staff observations, and anonymous or appropriately authorized feedback. Changes in grades, test scores, or mental-health outcomes are not promised.
How much does a school program cost?
Pricing is proposed after the school identifies its audience, number of sessions, delivery format, staffing, materials, and reporting requirements. The written proposal states the investment and deliverables before any work begins.
Start with a conversation, not an invoice
Show me the challenge. I'll help you scope the right response.
Tell me the age group, school setting, issue you want to address, and the time you can make available. The first conversation determines whether a practical, responsible school program makes sense.
Non-clinical education and consulting · No guaranteed grades, scores, or clinical outcomes